This study aims to compare the static and dynamic balance in adolescents' handball and soccer players. 32 male student national athletes: soccer (N= 17), handball (N= 15) between 15-18 years of age and at least 3 training years were included to the study. Assessment of static and dynamic balance was measured with Prokin 5.0 Technobody. There were no significant differences found between handball and soccer players on static and dynamic balance tests. We think that there are similar movements used often by both group, like faking and changing direction. On the other hand, there was found significant difference between right and left leg of soccer players perimeter scores for unipedal (Forward-Backward) dynamic balance slalom tests, when were compared within each group { t (15)= -3,158, p < 0,01 }. Unipedal (F-B) dynamic balance slalom tests score of right leg was better than left leg for soccer players, but, there were no significant differences for handball players (p>0,05). All of the soccer players are dominantly using their right leg. In addition, this result might relate training methods and years, experience, muscle force asmmetry. On the other hand, handball players's dominant legs are also right, but their usually jumping legs are left.

There are several different methods of learning motor skills, like traditional (linear) and differential (nonlinear) learning training. The traditional motor learning approach proposes that learners improve a skill just by repeating it. According to the teaching principles, exercises are selected along continua from easy to hard and from simple to complex.  The differential learning approach is mainly characterized by taking advantage, for the purpose of learning, of fluctuations that occur, without movement repetitions and without corrections during the skill acquisition process. The purpose of this study is to examine the effects of differential and traditional training on technical development of 15-year-old football players who have been continuing football education. Twelve (12) football players who were 15 years old from the youth football team (Under 15) of Istanbul Kavacik Club were tested voluntarily in this study. In this study, the Mor-Christian soccer passing test, German Football Association agility/dribbling test, and feet-juggling test were applied on the football field with synthetic grass of the Istanbul Kavacik Sports Club in 2016. The Mann-Whitney U test for paired comparison of the groups and the Wilcoxon test for the comparison of pre- and post-tests of the groups were used for statistical analyses. In conclusion, the findings suggest that the results of the technique tests for groups offer no clear evidence for the superiority of the differential learning approach in comparison to the classical training approach. However, participants of the Differential Group (DG) were able to improve their performance in all tests and techniques compared to those of the Classical Group (CG). These findings may be useful for trainers and physical education teachers in the selection process of players and in preparing football training programs.

The aim of this research is to examine the mathematical thinking skills of licensed athletes engaged in individual and team sports. The research is designed as a survey model. The sample of the research is composed of 59 female and 170 male licensed athletes (n = 229) and (aged 14 to 52) licensed who do the sports of shooting, billiards, archery, tennis, basketball, football, volleyball in various clubs in Turkey. The "Mathematical Thinking Scale" developed by Ersoy (2012) has been employed in the research. Individual sports athletes are more likely to have higher mathematical thinking scores than team athletes. In sports types; those who play billiards and archery have higher scores of mathematical thinking skills compared to other sports types. According to the type of sports the lowest scores of thinking skills were obtained by basketball players. These differences are valid for higher-level thinking tendencies, reasoning, mathematical thinking skills and problem-solving skills, which are sub-dimensions of the mathematical thinking scale.

The aim of this study is to investigate the relationship between anticipation time, reaction time and balance characteristics in school children at the age of 10-12 years.11 males and 12 females, 23 students in total, studying at Istanbul Sancaktepe Ibn-i Sina Elementary School, whose average age was 11.06 years, average height was 142.78 cm and average weight was 37.6 kg, voluntarily participated in the study. Height, body weight, anticipation time, reaction time, static balance and dynamic balance measurements were obtained from the subjects within the scope of the study. The descriptive statistics and the relationship between balance, anticipation time and reaction time parameters were investigated by using multiple correlations. The level of significance taken into account was (p<0.05). In conclusion, the significant relationships were found between auditory reaction time and 5 mph anticipation time and static and dynamic balance (p<0.05), between 3 mph anticipation time and auditory reaction time and choice reaction time (p<0.05), between choice reaction time and simple reaction time and auditory reaction time (p<0.05). These perceptual motor skills could affect each other. It is suggested that physical education teachers should teach children to improve their anticipation time, balance and reaction time ability during the physical education lesson. They could place PE programs some special drills to improve these abilities.

The purpose of this study is to compare technical skills of youth soccer players according to foot preference. A total of 61 amateur football players (Under 15) participated in the study from different clubs of Istanbul. The descriptive statistics and the relationship between the technical skills were examined by using Spearman test and Mann Whitney U test was used for paired comparison of the groups. The level of significance taken into account was (p<0.05). In conclusion, although there were not statistically significant difference between the left-and right footed players in technical skill tests (p˃0.05), and a negative significant relationship was found between dribbling and juggling and long passing skill tests (p˂0.05) in right-footed players. The present study may contribute to the literature on the specific skills related performance profile of youth football players.